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| 2. |
- Allard, Christina, et al.
(författare)
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Rasbiologiskt språkbruk i statens rättsprocess mot sameby
- 2015
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Ingår i: Dagens Nyheter. - 1101-2447.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Statens hantering av forskningsresultat i rättsprocessen med Girjas sameby utgör ett hot mot Sverige som rättsstat och kunskapsnation. Åratal av svensk och internationell forskning underkänns och man använder ett språkbruk som skulle kunna vara hämtat från rasbiologins tid. Nu måste staten ta sitt ansvar och börja agera som en demokratisk rättsstat, skriver 59 forskare.
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| 3. |
- Allard, Christina, et al.
(författare)
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Rasbiologiskt språkbruk i statens rättsprocess mot sameby : DN Debatt 2015-06-11
- 2015
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Annan publikation (populärvet., debatt m.m.)abstract
- Statens hantering av forskningsresultat i rättsprocessen med Girjas sameby utgör ett hot mot Sverige som rättsstat och kunskapsnation. Åratal av svensk och internationell forskning underkänns och man använder ett språkbruk som skulle kunna vara hämtat från rasbiologins tid. Nu måste staten ta sitt ansvar och börja agera som en demokratisk rättsstat, skriver 59 forskare.
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| 5. |
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| 6. |
- Deutschmann, Mats, et al.
(författare)
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Virtual Learning, Real Heritage Benefits and Challenges of Virtual Worlds for the Learning of Indigenous Minority Languages
- 2010
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Ingår i: Conference Proceedings International Conference ICT for Language Learning3rd Conference Edition. - Florence : Pixel. - 9788876475696 - 8876475699
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Konferensbidrag (refereegranskat)abstract
- This paper will present the Island of Avalon Learning in the virtual world of Second Life® (SL). Avalon Learning has been created under the ongoing European project AVALON for the design, testing and implementation of language teaching and learning in virtual worlds. Avalon (Access to Virtual and Action Learning live ONline) is a 2 year multilateral project funded under the EU EACEA Life Long Learning Programme (LLP) and runs until December 2010. The 10 participating European partners include 5 state funded universities (University of Manchester, University of Vienna, University of Pisa, Molde University College and Mid Sweden University) and 5 other public and private organisations (Verein Grenzenlos — Interkultureller Austausch, Verein Offenes Lernen — Sektion ‘TALKADEMY’, ICC International Language Network (International Certificate Conference e. V.), LANCELOT School GmbH and the British Council) operating in the following areas: language education, teacher training, intercultural training, language testing and certification, online education, publishing, business communication and networking, design of 3D environments and language learning in virtual worlds.The project is also associated with 5 other universities and 11 smaller educational institutions. The project is a transversal programme which targets language learners from the Leonardo da Vinci, Erasmus and Grundtvig communities. Not only does the project aim to create a platform in which these diverse learning communities can come together but it also has a particular interest in providing access to technology and language learning to learners in remote locations. The ultimate aim of the project is to create both a virtual environment and a sustainable community of practitioners and users which will outlive the project itself. Recent literature in the field endorses virtual worlds as a particularly appropriate platform for the development of oral language proficiency in distance education, collaborative and intercultural learning contexts and vocational training. The free client programme of Second Life®, for example, is a 3D virtual world accessible via the Internet and which enables its users to interact with each other through ‘Avatars’. An ‘avatar’ is the graphical representation of a computer user representing himself/herself or alter ego and communication with others is possible via both voice and text chat. Examples of learning scenarios from the Beginners Course of North Sami carried out in conjunction with the Avalon project will help to illustrate some of the benefits and challenges of using virtual worlds for the teaching and learning of languages in general and for indigenous minority languages in particular. Some of the benefits include the provision of online synchronous communication for linguistic communities which are dispersed over vast geographical areas, the co/re-construction of cultural and linguistic identity, opportunities for authentic language contact between native, heritage and L2 learners, the unparalleled creative dimension of the platform in particular in terms of individual and collaborative building and learner movement and freedom within the environment. This paper will conclude with a discussion of some of the challenges of using virtual worlds as a distance education platform in different language education contexts and how they may be overcome.
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| 7. |
- Emanuelsson, Anders, et al.
(författare)
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Meänkieli intar didaktikscenen
- 2021
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Ingår i: Minoritetspedagogik i Norden. - Umeå/Vasa : Bottniska studier. - 9789189244085 - 9789526965000 ; , s. 165-183
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
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| 9. |
- Hornberger, Nancy H., et al.
(författare)
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Sámi time, space and place : exploring teachers' metapragmatic statements on Sámi language use, teaching and revitalization in Sápmi
- 2015
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Ingår i: Confero. - : Linkoping University Electronic Press. - 2001-4562. ; 3:1, s. 1-46
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Tidskriftsartikel (refereegranskat)abstract
- Late in the evening before a regular school day, the mother of a Sámi family gets a call from her husband working at the reindeer corral saying that the reindeer will be brought in for separation and round-up early in the next morning. In the morning the rest of the family will join the father and other relatives at the reindeer corral and will be working late with the reindeers that day. At school the teachers get the information about the reindeer roundup from those children that are present in the morning, or from Sámi colleagues that have also gone to the corral. That day must, for the most part, be rescheduled at very short notice. The reactions to the changes are varying amongst the staff. The time used for rescheduling and planning the rest of that school day, or the coming couple of days, is not something that any member of the staff is looking forward to, but the attitudes, frustration and values that relate to the unpredictability of everyday life and the peculiarities of this particular cultural context are experienced in many different ways.
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| 10. |
- Lindgren, Eva, et al.
(författare)
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Meaning-making across languages : a case study of three multilingual writers in Sápmi
- 2017
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Ingår i: International Journal of Multilingualism. - : Taylor & Francis. - 1479-0718 .- 1747-7530. ; 14:2, s. 124-143
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Tidskriftsartikel (refereegranskat)abstract
- Sápmi is a geographical area that runs across the Kola Peninsula in Russia to northern Finland, Norway and Sweden. All Sami languages have been going through a rapid language change process and many of the traditional language domains have disappeared during the last decades due to previous national and local language policies. Nevertheless, recent growth of positive attitudes towards Sami languages and culture both within and outside the Sami group has given new momentum to the language revitalisation process. At the same time, English is becoming more present in the Sami context through tourism, media and popular culture. This study investigates 15-year-old writers' meaning-making in three languages they meet on a daily basis: North Sami, the majority language Finnish/Norwegian/Swedish and English. Data were collected in schools where writers wrote two texts in each language, one argumentative and one descriptive. Using a functional approach, we analyse how three writers make meaning across three languages and two genres. Results show that writers made use of similar ways of expressing meaning on the three levels we investigated: ideational, interpersonal and textual, but also how the production differed between the texts, and how context and content interacted with writers’ meaning-making in the three languages.
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